The intermediate level of this lessons will focus largely on the cultural geography. Students will see how geography can affect clothing creation, dwellings, trade and art based on the natural surrounds of the people who live in the areaa.

Using the various murals, relief carvings and animals of the Empire State Carousel, students will take a ride through the history of New York State. They will learn the important people, places and species that make New York special. The students will reflect on, interpret and evaluate the carousel as folk art and have the opportunity to explain its cultural and historic dimensions. Students will also create their own animal to take home.4th to 7th Gr.

Students are introduced to 20th century industry in New York State, which was a center of change and commerce and the source of new technologies that created many industries and advanced and complicated others.

Learning Goals:

Understand what industry is and how four specific industries in New York State have evolved

Recognize the connection between industry and New York State geography, the economy, the arts, and civil liberty

Students are introduced to geography, become familiar with basic map reading skills, and learn how geography manifests itself in their everyday lives. Students will also be exposed to a variety of maps, learn to recognize what variable each map is identifying and how to differentiate between types of maps. This curriculum will conclude with a final project in which the students will create a topographical map and a political map of a fictitious town.

Students gain an understanding of history and the importance of community decision making by studying primary source documents related to the restoration or demolition of historic buildings in Cooperstown, Otsego County, New York.

Learning Goals:

Understand the important decisions made at the local government level regarding historic buildings and the impact that citizen involvement can have on those decisions

Use primary sources to gain information about the choices citizens can make about historic buildings in their communities

Write an essay comparing and contrasting decisions made concerning two historic buildings